Leeds Attributional Coding System

Stratton, Peter; Munton, Anthony G.; Hanks, Helga; Heard, D. H.; Davidson, Claire

doi:10.1037/t20874-000

Cited by 42 publications

(54 citation statements)

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“…Attributional style (internality, stability and controllability) in relation to the disaster (Stratton, Munton, Hanks, Heard and Davidson, 1988; see also Joseph, Brewin, Yule and Williams, 1991).…”

Section: Cognitiveprocessing Of the Disastermentioning

confidence: 99%

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Psychological distress in the local hillsborough or ‘host’ community following the Hillsborough football stadium diaster

Wright

Binney

Kunkler

1994

Community & Applied Soc Psy

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This paper describes levels of psychological distress and accounts of disaster among the local host community following the Hillsborough Football Stadium disaster. Thirty-two participants were interviewed 4 6 months after the event. Rates of psychological distress symptoms were high in the sample as measured by PTSD (DSM 111 criteria), Impact of Events Scale (IES) and the General Health Questionnaire (GHQ-28). The study also explores the relationships between levels of exposure, levels of distress and participants' accounts of the disaster. Implications for community outreach projects after disasters are discussed.

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Section: Cognitiveprocessing Of the Disastermentioning

confidence: 99%

“…Answers to the four questions were transcribed and analysed using the Leeds Attributional Coding System (LACS) (Stratton et al, 1988). lntercoder reliability was established between the first two authors at not less than 85% for any dimension.…”

Section: Accounts Of the Disaster Self Blame And Distressmentioning

confidence: 99%

Psychological distress in the local hillsborough or ‘host’ community following the Hillsborough football stadium diaster

Wright

Binney

Kunkler

1994

Community & Applied Soc Psy

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“…The most extensively documented coding system is the Leeds Attribution Coding System (LACS; Stratton, Munton, Hanks, Heard, & Davidson, 1988) that has been used in a variety of familial and nonfamilial contexts (e.g., Silvester, Bentovim, Stratton, & Hanks, 1995;Stratton et al, 1986). Another example of such measures in the marital literature is provided by Holtzworth-Munroe and Jacobson (1985,1988), and Bradbury and Fincham (1988) discuss methodological and conceptual issues involved in coding spontaneous attributions.…”

Section: Obtaining Indices Of Marital Cognitionmentioning

confidence: 99%

Child Development and Marital Relations

Fincham¹

1998

Child Development

135

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This article examines aspects of the marital relationship and its assessment relevant to scholars of child development. The case for attending to marriage in child research is outlined before reviewing what is known about the construct of marital quality, behavior, emotional responding, and cognition in marriage. Practical recommendations are made for assessing each of these areas before arguing that the child's perspective of the marriage is critical for understanding children's behavior. Several limitations and promises of marital research for understanding children are also discussed. INTRODUCTIONSince its inception in the 1920s, empirical research on marriage has yielded a great deal of information. However, this information is scattered across a variety of disparate sources, making it difficult for researchers outside of the marital field to access the picture of marriage painted by scientific research. In this article I highlight some aspects of the marital relationship and its assessment that may be useful to scholars of child development. Notwithstanding the importance of disrupted marital relationships for children, the focus is on intact marriages and on the contribution of psychological research to a scientific understanding of marriage.The article is divided into five sections. In the first section I address briefly why child researchers should pay attention to marriage. The second section provides a quick tour of the marital literature that includes discussion of the most frequently studied construct in the marital literature, marital quality, and practical recommendations for selecting a measure of this construct; reviews of what is known about behavior (including affective behavior) and about cognition in marriage; and guidance on how to obtain indices of behavior and cognition in marriage. A critical question for researchers concerns the perspective from which to study marriage, an issue discussed in the third section. The fourth section highlights some further promises and problems of marital research relevant to child research before the main points and limitations of the article are summarized in the concluding section. WHY CONSIDER THE MARITAL RELATIONSHIP WHEN STUDYING CHILDREN?In this section I examine briefly why the marital relationship is important for understanding child development, considering first conceptual and then empirical reasons for its importance. The section concludes by offering a perspective on research relating marital and child functioning that further supports examination of what the marital literature might have to offer child research. Conceptual PerspectivesSeveral theoretical frameworks that have influenced the study of child development recognize the importance of the marital relationship. For example, psychoanalytic theory has viewed marital disruption as affecting the child's sense of security and the development of delinquency. In a similar vein, social learning theory suggests that children learn how to behave in relationships through observing parental interac...

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“…Leeds Attributional Coding System (Stratton et al, 1988) Participants took part in a semi-structured interview after reading two vignettes depicting incidents of SIB (Appendix One). The interview was transcribed and coded using the methodology outlined by Stratton et al, (1988).…”

Section: Measures Demographic Questionnairementioning

confidence: 99%

“…The interview was transcribed and coded using the methodology outlined by Stratton et al, (1988). The Leeds Attributional Coding System (LACS) provides a framework for identifying attributional beliefs in verbal material and for coding these attributions as binary data on five categories, a) Internal-External, b) Personal-Universal, c) Controllable-Uncontrollable, d) Stable-Unstable, and e) Global-Specific (see Table 1 The LACS is thought to have higher validity than some forced choice questionnaires as the ratings are performed on the actual speech used by the participants allowing for the collection data which is more complex and representative of staff attributions.…”

Section: Measures Demographic Questionnairementioning

confidence: 99%